Growth from Birth to Age 5 PSY 121 Chapters Part 2

Baumrind’s Theory of Parenting Authoritarian parenting “Law and Order” “Because I said so! “ Demand obedience often maintain distance from child

Baumrind’s parenting Permissive Parenting Few demands yet nurturing and accepting Tend to communicate well with children

Baumrind’s parenting Authoritative Parenting Negotiation and participation Limits set and rationally explained often democratic mutual respect

Other models of parenting Traditional especially related to gender roles Permissive forms rejecting/neglecting democratic/indulgent

Spider Rock, Canyon de Chelly, Arizona

SPIDER ROCK What role does this landmark play in discipline procedures? What dangers are inherent in this practice?

Complexities of Parenting Child’s temperament Size of the family Child’s age and gender Parents age Marital relationship

Discipline What method is best? For infants? For toddlers? For preschoolers? Name some pro’s and con’s of physical (corporal) punishment

Cognitive Development Piaget children actively seek to comprehend their world infants do think contrary to the “no talk; no thought” ideas

Cognition Active intelligence functions through senses and motor skills Toddler is the “little scientist” Piaget sees development in stages

Piaget’s first stage Sensorimotor thinking substages 1 & 2 relate to reflexes substages 3 & 4 relate to objects and people; responding to people substages 5 & 6 relate to action and ideas

Piaget’s second stage Preoperational thinking acquisition of information and basic skills to manipulate information and perform operations

Piaget: Key Concepts Object permanence understanding that objects and people continue to exist even though they cannot be seen marks transition to preoperational thinking

object permanence is acquired gradually active searching requires motivation and memory and motor ability

Piaget: Key Concepts for pre- operational thinking Centration Reversibility Egocentrism Conservation Animism

Rethinking Piaget Is the timetable too rigid? Are the stages too sequential? Actual development seems to occur much less evenly Perhaps Piaget was not wrong, just not complete Reality includes more diversity

Vygotsky Social activity rather than individual discovery Cultural goals rather than maturational milestones Guided assistance enables a child to independently accomplish the tasks

Vygotsky Difference between actual and potential development is represented by the ZPD or Zone of Proximal Development social context determines how and when a person moves through his/her ZPD

Vygotsky Since every culture values certain cognitive skills more than others, it is not surprising that cultural variations exist. There is also a family context

Language Development Cognitive development supports and is aided by language development

Language Development Competency develops first in language function ( uses of language) then on structure (sequence of words in sentence, grammar rules, etc.)

Chomsky All children have an innate predisposition to learn language. This is known as a Language Acquisition Device or LAD

Related terms Over- extension over-generalization of a set of words to inappropriate objects Over- regularization over-application of rules; same rules; all situations

Vocabulary Development Predictable sequence first nouns then verbs then adjectives and adverbs then conjunctions, pronouns, etc.

Related concepts Private speech = Vygotsky’s idea that children review what they know and regulate their actions accordingly Through social use of language children incorporate potential learning into actual development

Ponder these What can be done to stimulate a child’s language development? What is the difference between speech and language? What cues tell you that a child’s speech and language may not be developing normally? Special ability issues?